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Tier 3�Leadership & Systems

Day 1

1

11.4.25

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UPDATED 02/28/24

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve social - emotional - behavioral and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

In 2014, the Midwest PBIS Network organized as a team of national experts to build upon the work of the former Illinois PBIS Network. The team provides local technical assistance resources, serves as a hub of the Center on PBIS for seven states, and supports federal research and grant projects including a Model Demonstration on integrating Mental Health through increasing family-school-community partnerships. �

Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us

ABOUT

MIDWEST

PBIS

NETWORK

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Introductions

Team Leads please introduce your team.

Your District

Where are you located?
Demographics (# of schools, student enrollment, etc)

Who is represented on your team?

What brought your team here today?

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Tier 3 Implementation

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Student Support Team

Practices

Quality of Life Indicators
Hypothesis Statement
Comprehensive Support
Formal and Natural Supports
Data Based Decision Making

Systems

Tier 3 Systems Planning Team
Screening
Staffing
Professional Development
Access to Tier 1 and Tier 2 Supports
Data System
Level of Use
Annual Evaluation

Tier 3 Systems

Practices

Student

Support

Team

Today

Day 2

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Today’s Objectives

Describe the need for a full continuum of Tier 2 and Tier 3 interventions and assess current implementation
Assess current system approaches to responding to challenging youth behavior and identify trends that may be impacted through Tier 3 implementation
Describe and plan for establishing teaming structures that focus on systems to provide leadership and coordination for Tier 3 implementation at both district and school level
Assess readiness of current systems for teaming, data collection, and coaching

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Tier 3 Systems Readiness

The Need & Why

District commitment, organization and training of personnel and data systems are critical to effective and sustainable Tier 3 interventions.

Midwest PBIS Network History

Demonstration Project as former Illinois PBIS Network

4 year demonstration project from 2007-2011
Funded by US DOE – Office of Special Education Programs
6 pilot districts and 4 replication districts

Results

Established importance of Tier 3 systems prior to training for practices
Tier 1 and Tier 2 were strengthen by efforts of Tier 3 installation

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Tier 3 Systems Installation Guidance Brief: https://drive.google.com/file/d/12jNX0neEYOilvOIuzt57w8cuIXZj7JtU/view

https://drive.google.com/file/d/12jNX0neEYOilvOIuzt57w8cuIXZj7JtU/view

Background

The process for installation of system features for Tier 3 has evolved from the Midwest PBIS Network

(formerly the Illinois PBIS Network) experiences with a four-year demonstration project (2007-2011)

funded by the U.S Department of Education (USDOE) Office of Special Education Programs (OSEP).

This Model Demonstration project was designed to develop, pilot, progress monitor, and refine the Tier

2/3 systems, tools, and practices. Six Illinois districts were initially involved with an additional four

districts joining as replication sites. The results of this Demonstration Project not only established the

importance of installing Tier 3 system structures prior to training on the actual practices, but also

indicated that Tier 1 and 2 were strengthened by the efforts of installing the Tier 2/3 continuum

including interventions, data tools, and system features (Yu, Wagner, & Shaver, 2012; Illinois PBIS

Network, 2012).

The Tertiary Demonstration project reinforced the need for districts and buildings to go through a

readiness process to install necessary Tier 3 system features before implementing Tier 3 interventions.

This includes the structures and resources for ongoing staff development that includes rigorous

coaching and technical assistance.

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Materials for Today

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1) www.midwestpbis.org

2) Training Content

3) Tier 3

�4) Tier 3 Leadership and Systems

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Workbook

Make a copy – add your district name

Share with your team members

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Purpose and Outcomes Slide

Purpose:

Describe the need for a full continuum of Tier 2 and Tier 3 interventions and assess current implementation

Outcomes:

Explain how supports layer throughout the triangle
Assess readiness of staff to support students with Tier 3 plans in classrooms

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WHERE ARE WE AT IN THE TRIANGLE?

Tier 3/Tertiary Interventions 1-5%

Individual students
Assessment-based
High intensity

1-5% Tier 3/Tertiary Interventions

Individual students
Assessment-based
Intense, durable procedures

Tier 2/Secondary Interventions 5-15%

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

5-15 Tier 2/Secondary Interventions

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

Tier 1/Universal Interventions 80-90%

All students
Preventive, proactive

Academic Systems

Behavioral Systems

80- 90% Tier 1/Universal Interventions

All settings, all students
Preventive, proactive

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Tier 3 Plans Involve All Staff

A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building (Lewis, 2009).

Teams and Teachers are critical to the success of plans!

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Why Look Back to Look Forward

Tier 3 is stronger if 1 and 2 are done with fidelity.
The correct 1-5% will be identified if the lower Tiers are in place.
Now is the time to consider systems changes.
Now is the time to consider clinician time.
Now is the time to look at other staff to support SEL in addition to clinicians

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Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

Students
Staff
Families
Community

Midwest PBIS Network 7-25-19

Adapted from: USDOE OSEP PBIS TA Center

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT:

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Layering of Support�More individualization as student needs increase/intensify

Tier 1

Tier 2

Tier 3

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Layering Supports�

As students start with tier 2 interventions and may not experience success, layering additional interventions is important�
A student could be in CICO, in SEB Group, have a FBA-BIP and also be involved in a Tier 3 Person-Center Plan.�
OR, students could start with Tier 3 plan, then the team/school would make sure the student had access to lower-level interventions as a part of the wrap plan.�

Action plans for wraparound build on lower-level interventions to make the support more comprehensive.

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Tier 3 Supports Occur Across the Continuum

Youth who need Tier 3 Supports �usually respond best in environments that are:�

Predictable- setting behavioral expectations
Clear- direct teaching of behavioral expectations
Strength-based- acknowledgment systems
Safe- school-wide discipline policies and practices
have High Levels of Prompts- re-teaching

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Wraparound is a Process

Youth/family referred for Tertiary Level Services and Supports

Phase 1:

1. Engagement

&

2. Team Preparation

Phase 2:�

Initial Plan�Development

Phase 3:

Implementation and Monitoring of Plan

Phase 4:

Transition

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Tier 1 Implementation

Consider how staff in your school are doing with:

Using positively stated school-wide language
Teaching and re-teaching expected behaviors and SEB competencies
Recognizing and reinforcing positive behavior and skills
Using function based thinking to select evidence based strategies to respond to behaviors
Allowing data to drive decision making

Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision- Making

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Shift Our Thinking at Tier 2

Using Function of Behavior �(function-based thinking to match student need)�
Clinicians as Coordinators vs. Facilitators�
Getting other staff involved in Tier 2 Intervention delivery�
A continuum of supports offered�
Problem solving teams focusing on intervention fidelity vs. individual student needs�
Anyone can fill out a Request for Assistance

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Family and Youth Voice

Family voice is a key principle to Person Centered

Need identification
Goal setting
Team selection
Time to meet

How is family voice and choice currently valued within your system?

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We don’t label kids “red, yellow green… especially when it comes to Tier 3 needs”

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

Lang Arts.

PE

Music

Attend.

Ask assist.

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Often once a student has an IEP, they are considered to have ALL Tier 3 needs. Re-consider that notion given the image above.

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Measuring Fidelity

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Tool	Purpose	Audience
Tiered Fidelity Inventory	Assesses PBIS implementation for Tier 1, Tier 2 and Tier 3. It is used for initial assessment, progress monitoring, and selection of schools for recognition.	PBIS School Teams
Self Assessment Survey	Annual, multiple-response survey to identify staff perceptions of PBIS implementation, as well as their priorities for how to improve it, across four subscales: Schoolwide, Classroom, Tier 2, and Tier 3 systems.	All School Staff
Feedback and Input Survey	Set of four surveys for school teams to learn about how students, school personnel, and family members are experiencing the school’s behavior support systems and obtain detailed feedback for increasing the effectiveness, efficiency, equity, and sustainability of those systems. Has a Likert scale and open-ended questions. �	Staff, Students and Families

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Tier 3 Leadership & Systems Workbook�Activity 1: System Fidelity

With your team explore you district-wide fidelity data.

Document the last fidelity scores for schools within your district.

Consider school readiness based upon this data.

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Tier 3 Leadership & Systems Workbook�Tier 3 TFI Items

School Level Self-Assessment

TFI Items:

3.7 Professional Development

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Assess Current Status

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Purpose and Outcomes Slide

Purpose:

Assess current system approaches to responding to challenging youth behavior and identify trends that may be impacted through Tier 3 implementation

Outcomes:

Assess status of interventions in place
Analyze response of students to current supports
Consider students who would benefit most from Tier 3 support

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Assessing Current Status – 2 Steps

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Identify what is currently in place

Fidelity of implementation
Outcomes

Step 1: Resource Map

What does current data tell you about student needs?
What level of response is needed?

Step 2:

Analyze Outcome Data

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Why Start Here?

Resist the temptation to add new practices without first considering expansion or repurposing of existing efforts.

Prioritize a few things to do really well rather than all the things.

Ensure Person Centered Planning matches our need

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Starting with assessing current interventions helps to resist the temptation of adding new practices that often duplicate other efforts already happening. We often refer to this common practice as “chasing shiny new objects.” When we (or someone on our team/leadership/etc) hear of something new at a conference, that is working well at another school, or on Edutopia and we quickly jump to installation without first considering if there is gap and need in our current supports.

When we intentionally assess or regularly take inventory of what is happening, we can prioritize a few things to do really well rather than doing too many things without fidelity.

The key outcome of this step is to support team based decision making on what interventions and supports you will stop doing to make time for new efforts, modify to ensure fidelity and add based upon identified need. Rather than just adding new.

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Assessing Current Status – 2 Steps

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Identify what is currently in place

Fidelity of implementation
Outcomes

Step 1: Resource Map

Step 2:

Analyze Outcome Data

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Current Reality of Interventions within Your District

4) Organized and Tiered

2) Too many & Not Organized

3) Organized, but Too Many to Choose From

1) No interventions / inventory

When you think across your district and what interventions are being used to support student SEB needs, which picture resonates with you most?

Empty book shelf – we have no interventions/curriculum/practices available, no consistent definition intervention across district/school, or no inventory of interventions/curriculum/practices
Books on floor ---- We so many interventions/curriculum/practices that we don’t know what all we have across the district/school or how they meet needs

3) Shelf of shoes ---- While organized, there are so many that it takes longer to find the right one and some get overlooked.

4) Organized and tiered bookshelf- we have inventory and easy to match student to intervention. The are organized systematically so adults can quickly and efficiently find the right book. We have ways to monitor fidelity of implementation and can easily tell you how many students are in interventions.

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Mapping SEB Interventions �& Supports by Tier

1-5% Tier 3-Resources/Supports for a Few

5-15% Tier 2- Resources/Supports for Some

80-90% Tier 1 –Resources/Supports for All

Community-Based Services/Resources

School-Based Services &

Resources

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TIER 2

Supports

Groups

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Common Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

FBA-BIP

Person Centered Planning

Individualized SEB Intervention

Pro Social Skills Group

Teaching Expectations

Problem Solving Skills Group

TIER 2

Complex Supports

Trauma Focused

Anger Management Group

Coping Skills

Cognitive Behavioral Focus

SAMPLE – Single Continuum of Intervention

8.9.23

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Defined Continuum with Processes for Moving through Support

Appendix A: Sample Intervention Descriptions

Appendix B: Sample Data Decision Rules

Tier 2 / Tier 3 Tracking Tool

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Audit of Current Social Emotional Behavioral Supports

TFI 1.1-1.2 Activity 1: Audit/Resource Map of Current Practices within Three-Tiered Model of Support

Rev 4.1.22 MWPBIS

PRACTICES List the Current Practices provided to all, groups, or individual students for support: e.g. Community-wide reinforcer for expectations, Check-in Check-out, etc.	FIDELITY Date and data last time the practice was checked for fidelity e.g. 9/14: 83% items in place	OUTCOMES Date and data last time student outcomes were reported e.g. 10/3: 78% (18/23) students achieving goal
Tier 1 – All settings and classrooms have positive rules aligned to SW expectations and posted	10/24 walk-through; 92% in place	10/24 84% of students knew the expectations, and could point to the rules
Tier 1 – Teachers teach the skill of the week 3 mornings each week	11/4 self-report: 72% in place	11/21: 18% reduction in behaviors related to the previous skill of the week (SWIS data)
Tier 1 – Teachers use specific praise for behavior at a 5:1 ratio to corrections	9/30 peer-observation: 54% in place	9/30: 12% of students earned an ODR in past 30 days
Tier 1 – Teachers use the 5 skills from our responding to problem behaviors routine	We haven’t
Tier 1 -
Tier 2 – Check-in Check-out	10/15 CICO-FIM 83%; 87% Student Questionnaires	10/15: 73% on CICO earned goal
Tier 2 -
Tier 3 -
Tier 3 -

CHAT:

What is an action step for you from this activity?

How should your teams progress monitor practices moving forward?

EXAMPLE

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Tracking Intervention Utilization

To what extent are interventions being utilized?

To what extent are interventions supporting student success?

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Tier 2 / Tier 3 Tracking Tool

Tier 3 Installation Brief: The district/community leadership team should set up structures to support, monitor, and action plan

around the implementation of Tier 3 interventions district-wide, modeling the process that will also need

to be in place at each building. Some districts find that implementing Tier 3 interventions with fidelity

may challenge current policies. district/community leadership team may need to review current policy to

ensure that facilitators of Tier 3 interventions will be able to adhere to the principle of family voice and

choice, which may mean facilitators working outside of normal school day hours to meet with families.

Another example might be around revising policies for suspension or expulsion or offering credit

recovery options to provide flexible supports for student success. Part of the action plan should include

how and when they will monitor the fidelity and outcomes of all Tier 3 interventions across all schools.

One option for organizing this data for review would be use of the Tier 2/3 Tracking Tool (See Figure

2) to organize intervention data for review by the systems teams overseeing these higher tiers.

Similarly, within the schools, it is necessary to have specific time allocated for a Tier 3 focused building

leadership team, who will install and then assess the fidelity and outcomes of the Tier 3 interventions.

The building team has similar readiness responsibilities as the district/community team, including

resource mapping, and review of current system responses to students with complex needs. As

installation and implementation progress, each building team will also need to be set up to consistently

review fidelity and outcomes of Tier 3 interventions.

Tier 2 / Tier 3 Tracking Tool: https://docs.google.com/spreadsheets/d/16Or3ThwymLJhKc8HsEmIiNYAVQiNtBTPGydbGQNSVZY/edit?gid=1591639506#gid=1591639506

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Assessing Current Status – 2 Steps

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What does current data tell you about student needs?
What level of response is needed?

Step 2:

Analyze Outcome Data

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School-wide Response�Triangle Data Report

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Proactive or Reactive Responses

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Trending Up:

Attendance Rates
Students accessing intervention
Percent of time in least restrictive learning environments

Trending Down:

Students receiving ODRs, Suspension,
Number of initial evaluations for Special Education
Percent of time in restrictive learning environments
Out of district placements

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Tier 3 Leadership & Systems Workbook�Activity 2: Systems Response Tool

Activity Directions:

Scan the data points being analyzed by this tool.
Decide as a team

If this data is easier to look at in aggregate across the district or by building and then total.

For example, each building may take a column and add in their data. Then combine in a totals column.

Determine a timeframe/date (i.e., SY23-24 data, SY24-25 quarter 1 data, data as of Oct 1, 2024) to ensure consistency in collecting
Identify who has access to what data points to begin gathering (e.g., building administrator for suspension data, counselor for intervention data, special education director for student placement data)

Begin to fill in data.
Determine a timeline for completing and then analyzing for decision making as a team.

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Group Discussion

What are you noticing about your systems?

What data points might you be looking to impact by adopting Person Centered Planning?

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Tier 3 Leadership & Systems Workbook�Tier 3 TFI Items

School Level Self-Assessment

TFI Items:

3.3 Screening
3.17 Annual Evaluation

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Purpose and Outcomes Slide

Purpose:

Describe and plan for establishing teaming structures that focus on systems to provide leadership and coordination for Tier 3 implementation at both district and school level

Outcomes:

Discuss necessary conversations for efficiently and effectively monitoring a continuum of SEB supports
Assess your current teaming structures for conducting these conversations

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District Community Leadership Team

Meet regularly with key stakeholders

Continuously assess the extent to which systems are efficient and effective

Allocate and reposition resources to achieve outcomes

Figure 4.2 DCLT

Coaching and Leadership

You as the DCLT will be identifying need and establishing priority for these needed organizational structures.

Narrative from Chapter 4 of ISF MV2

Adopting a truly integrated way of working involves organizational change, requiring active leadership from those with authority to change policy, braid funding streams and re-position personnel and procedures at the school level. Including family members and community partners expand the focus and provides a more significant opportunity to incorporate local culture thus ensuring decisions that reflect a relative context.

Moving from the exploration team described in Chapter 3 to an established district/community leadership team involves setting up formal structures for (a) meeting regularly with key stakeholders, (b) continuously assessing the extent to which systems are efficient and effective, and (c) allocating or repositioning resources as needed to achieve maximum impact on student outcomes. The development of an integrated leadership structure should reflect the local context by building on existing strengths. For example, many districts have an executive-level team that supports their PBIS implementation; a viable strategy is to expand this team to include community partners and family/youth representatives. Other districts may have an interagency partner who provides mental health services to school age children, and recognizes limitations of conventional co-located models (e.g., only Tier 3 services for some students on some days) and are moving toward an integrated system of delivery. Districts just getting started with PBIS, can prioritize mental health integration from the onset and include family representatives and community partners as they form their first executive leadership team.

�

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District Leadership in Tier 3 Implementation

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School

Initial Readiness Activities of

District/Community Leadership

Team

1) Establish/expand/refine

leadership team membership

2) Engage in fidelity and action plan

assessment for Tier 1 and Tier 2

3) Analyze and prioritize school

data (i.e. universal screener,

attendance, suspensions, etc.) and

community data (i.e.

hospitalizations, crisis calls, etc.)

4) Conduct Resource Mapping of

school and community resources

Tier 3 implementation will be more effective and sustainable with district coordination, support and accountability.

A DCLT helps to support the Executive Functions for Tier 3 implementation --- funding, policy, visibility/political support, and priority to ensure workforce to implement.

A few activities to consider in readiness include:

• Assessing school level fidelity of Tier 1 and Tier 2 implementation (which we started earlier today) to help determine readiness as well as action planning for improved implementation

• Identify data points to improve through Tier 3 Implementation --- what is our big need (e.g., out of district placements, hospitalizations, intense/frequent behaviors/suspensions, disproportionality)

• Resource Mapping to determine --- What is already happening to repurpose or add onto? Or ensure alignment

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Engages with school, family, and community to develop, implement, and progress monitor the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

Commitment to positive school climate
SEB Curriculum development and alignment
Professional Dev and Coaching
Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2

Tier 1

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 9/12/23 MWPBIS

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

Student’s Individual Support Teams

Instruction of skills, norms, and routines that model the SEB Expectations

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

CICO

Modified CICO

SEB Skills Groups

Continuum of SEB Groups / Complex SEB Groups

Individualized SEB Intervention

FBA-BIP

Person Centered Planning

Systems

Language from Confidentiality Brief:

https://www.pbis.org/resource/addressing-confidentiality-while-supporting-the-social-emotional-behavioral-needs-of-students-within-schools

SEB Support Teams. SEB support teams (also known as problem-solving teams) comprised of selected members of the systems planning teams (e.g. school psychologists, behavior specialists, school and/or community social workers, teachers, coaches), design simple interventions for students who may not be making progress from small group interventions that have been implemented with fidelity for a pre-determined amount of time. Typically, these teams focus on one student at a time (20-30 minutes per student) as a simple individualized support plan is designed. That student’s teacher(s) and parent or caregiver, and community partners who are currently supporting the student would actively participate in the meeting, as well as the student when appropriate. For example, a student who has been part of a coping skills group for eight weeks where emotional regulation strategies are being taught is still visiting the nurse’s office frequently to escape instruction. The SEB support team would meet with the student’s teachers, family members, and other partners to review data, discuss the function of the behavior, and create an intervention plan to provide an additional layer of support for the student. It is likely that parental consent or consent of a student over the age of 18 will be needed as identified information is often shared.

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Tier 2 / Tier 3 System Conversation(s)

Purpose: To install and monitor implementation of targeted and/or intensive interventions

Functions:

Select, modify, de-select evidence-based interventions matched to student need*
Monitoring fidelity and effectiveness of interventions in place
Address system barriers to implementation

*ideally identifying from a district selected continuum of interventions

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Tier 3 Systems Team Composition Slide

Roles Needed

Team leader / Tier 3 Coach
Administrator
Intervention Facilitators

Individualized Mental Health Intervention
FBA-BIP
Person Centered Planning

Family representative
Student representative
Community partner(s)*

Who might this be?

Special Education Teachers
Mental Health Agency partners
Social Workers
Psychologists
School counselors
Interventionist

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Tier 3 Systems Team

Tier 3 team has a coordinator

Connected with external agencies
Resources are available and documented in support plans

Meets at least monthly

Uses regular meeting format/agenda, minutes, defined roles
Has a current action plan
Attendance of members is at or above 80%

Five functions

applied behavioral expertise
administrative authority
multi-agency supports expertise
knowledge of students
knowledge about the operations

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Monitoring Level of Use & Response to Intervention

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TFI 2.11 - Student Performance Data

TFI 2.10 – Level of Use

Tier 2 / Tier 3 Tracking Tool - Google Sheet

https://docs.google.com/spreadsheets/d/16Or3ThwymLJhKc8HsEmIiNYAVQiNtBTPGydbGQNSVZY/edit?usp=sharing

Teaming Monograph: The Tiered Fidelity Inventory v2.1 (Algozzine, et al., 2014) items 2.10 and 3.16 define level of use as tracking the proportion of students participating in Tier 2/Tier 3 supports and ensuring access is proportionate. The Tier 2 / Tier 3 Tracking Tool provides an organization for tracking the number of students in each intervention and the percentage of students based upon school enrollment (see an example in Figure 3). On a monthly basis the Tier 2/Tier 3 systems team should monitor the overall percentages of students in Tier 2/Tier 3 supports

Research by McIntosh et al, (2010) demonstrated that student need for more intensified support can be predicted by October. To reduce the need for more intensive, individualized Tier 3 support for students, the Tier 2 systems team could monitor level of use and ensure at least 5% of students are enrolled in Tier 2 interventions by the end of October. If below 5%, the team might want to consider revisiting the established data decision rules for entry to ensure early access is indicated in thresholds or expand data sources to include both internalizing and externalizing behaviors. On the other end of the range, if the percentage of students participating in Tier 2 interventions is above 15%, the school most likely needs to consider increasing Tier 1 support. Again, using the MTSS logic that ensures resource allocation in the most efficient manner is through prevention. Similar logic applies with monitoring the percentage of students in Tier 3 interventions.

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Tier 3 System Barriers�Common Tier 3 System Conversations

How do you move to relying on wraparound instead of placing students in more restrictive settings?�
How will you allow for meetings after hours with a team?�
How/what do you take off of people’s current plates so they can devote the time needed to do effective facilitation?

Who will facilitate? What is their role?

How will you handle discipline for students who need to be in school to receive this intervention process?

How will we balance meeting students SEB and academic needs?

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The Tier 3 Systems Team�develops data decision rules�to help determine who is invited to participate in Tier 3.�� These decision rules will be based on DATA.

Tier 3 Readiness

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Considerations for Data Decision Rules

Data

Discipline (ODR, ISS, OSS)

Grades / Credits

Attendance

Daily Progress Report (DPR)

Family and School are in conflict
The student is at risk of a more restrictive placement
Lower-level supports have not been effective
Needs across multiple life domains
Community data

How will you handle exceptions?

Tier 3 Readiness

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The Tier 3 Systems Team�MONITORS FIDELITY

Fidelity of the Facilitation of the Process

Did the facilitator do Wrap/RENEW as it was intended to be done?

Fidelity of the Plan being Implemented

Was the plan implemented as it was created/intended to be?

Fidelity of our Overall Plans in our Building

Are we supporting 1-5% of our youth, and are 70% responding to the intervention?

Tier 3 Readiness

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SEB Support Conversation

Utilizes a Problem Solving Process

Uses data to define precision problem statement
Defines goal
Specifically defines intervention to put in place
Defines how fidelity of intervention will be measure
Identifies when to check back on progress

Leverages existing continuum of intervention matched to student need

Monitors student response to individualized SEB interventions that do not comprise a individualized team

Engages family, student, and community partner voice intervention planning and monitoring

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Individual Student Support Team

Unique to the individual child & family

Blend the family’s supports with the school representatives who know the child best�

Meeting Process

Meet frequently
Regularly develop & review interventions�

Facilitator Role

Role of bringing team together
Role of blending perspectives

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Tier 3 Leadership & Systems Workbook�Activity 3: Aligning Teams

With your team explore what teams currently operate within schools.

Which necessary conversations are currently represented?

District, School-wide, Tier 2 / Tier 3 Systems, SEB Support

What conversations are not represented?

Are there existing teams in which these conversations could occur?

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Tier 3 Leadership & Systems Workbook�Tier 3 TFI Items

School Level Self-Assessment

TFI Items:

3.1 Team Composition
3.2 Team Operating Procedures
3.14 Data System
3.16 Level of Use

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Purpose and Outcomes

Purpose:

Assess readiness of current systems for teaming, data collection, and coaching

Outcomes:

Compare and contrast your district with case study example
Utilize district and building readiness checklists to inform next steps and timeline for engaging in Tier 3 practice training

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Readiness for Tier 3

Leadership Teams

District-wide
Building-wide�

Access and Use of Data

District-wide
Building-wide�

Facilitation, Coaching and Resources

District-wide
Building-wide

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Tier 3 Leadership & Systems Workbook�Activity 4: Tier 3 Systems Case Study

Individually read the Tier 3 Systems Installation – Case Study

Make note of district and building level systems for teaming, data, and coaching

As a team, compare and contrast your current systems.

https://drive.google.com/file/d/1-Yr0oOUPq6n9zarXZRYsh6r-N77aAmmV/view

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District Readiness Checklist

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District Readiness Checklist Cont.

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District Readiness Checklist Cont.

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Building Readiness Checklist

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Tier 3 Leadership & Systems Workbook�Activity 5: Readiness Checklists

As a district team, discuss and complete the District Readiness Checklist.

Utilize the Building Readiness Checklist with any schools you believe are ready for Tier 3.

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Tier 3 Leadership & Systems Workbook�Tier 3 TFI Items

School Level Self-Assessment

TFI Items:

3.5 Staffing

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Next Steps:

Finish gathering any data for fidelity of school level implementation and student outcomes (e.g., Systems Response Tool)
Follow-up on teaming conversations
Complete District and Building Level Readiness
Join us back on: Day 2 – November 13 from 8:30-11:30cst

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Tier 3 Implementation

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Student Support Team

Practices

Quality of Life Indicators
Hypothesis Statement
Comprehensive Support
Formal and Natural Supports
Data Based Decision Making

Systems

Tier 3 Systems Planning Team
Screening
Staffing
Professional Development
Access to Tier 1 and Tier 2 Supports
Data System
Level of Use
Annual Evaluation

Tier 3 Systems

Practices

Student

Support

Team

Today

Day 2